Using Pictures in Clicker 5 Grids lesson plan complete with handout and screencastOmatic Tutorial
District Technology Training Plan for Montgomery County Public Schools Rockville, MD
An Overview of Montgomery County Public Schools
The Montgomery county public school system is the largest school system in the state of Maryland. It consists of two hundred schools and serves more than one hundred and forty seven thousand students from one hundred and sixty four countries. It has more than twenty two thousand employees; eleven thousand of them are teachers. (MCPS, 2011) Montgomery county public schools encourage teachers to use technology in their classrooms for teaching and provide teachers training and equipment to do so. It has a training center called the “Center for Technology Innovation” This is a top of the line facility and the school system uses it to conduct training sessions. This center houses four labs, two classrooms, a videoconferencing center, a conference room, and a cybercafé. Each lab holds 30 participant work stations. All the labs are equipped with a presenter’s computer and workstation, video projectors and screens, presenter’s microphone system, DVD and videotape playback, and a wireless control system. Also available are tele- and videoconferencing capabilities, video and audio recording capabilities, and interactive whiteboard technology. In addition to the computer labs the training facility also has two training classrooms. The Montgomery County Public School system (MCPS) is an advanced school system that promotes the use of technology to improve teaching and learning. The office of the chief technology officer budgets for innovative technology and technology upgrades for each school year. This unit consists of many departments to oversee technology integration in schools and to ensure success. The mission statement of this department is “provide technology systems and services essential to the success of every student. The office is committed to providing the highest quality technology solutions to support teachers, engage students, and assist in the effective business operations of Montgomery County Public Schools” (MCPS, 2011).
Audience Analysis and Needs Assessment To get a better idea about the technology needs of this county to create a technology training plan I reviewed the technology inventory of an elementary school that is similar to other elementary schools in the county. This school has two hundred and eighty nine students. Each classroom at this school has at least two desk top computers with a monitor. Each teacher also has a desktop and monitor for her own use in addition to the two in the classroom for students. Teachers also have an ELMO (a visual aide device) to teach. This school has one promethean board in the media center. The media center is also equipped with a twenty five workstation computer lab. In addition to the computers in the classrooms and the computer labs, there are computers provided to the two secretaries in the school office, the health room nurse, the speech therapist, building services personnel, the media specialist and the resource teacher. The school also has laptops on a cart, called computers on wheels or COWS that can be checked out at anytime for student or teacher use. The school also has two projectors. All of this technology is recent and upgraded in the past five years. The computers are all connected to printers. Two to three teachers share a printer. The media center has two printers, one colored and one black and white and the computer lab has two black and white printers. At this time, this school doesn’t have MAC computers, or i-Pads for their teachers to use. But it has many educational software titles such as Clicker5, Kidspiration, Inspiration, Pixie, MS Word Products, Natural Reader, Audacity, Kurzweil, Word Q and other useful educational software programs installed on all its computers. The school also has subscriptions to many educational websites such as Encyclopedia Britannica; Discovery Education, Pebble Go, School News Net etc. The school also has video conferencing and webcasting capabilities, video streaming capabilities, text reader software and Moodle tools. Teachers are able to use web 2.0 tools like wikis and blogs to teach with. The school has an Acceptable Use Policy, a copyright and plagiarism policy for students and teachers. It communicates with parents, teachers, staff and the community via monthly electronic newsletters, emails and the school website. The school has its own website and teachers have electronic grade books and personal email accounts. This school is well equipped with technology to meet the needs of its students and to enhance learning by integrating it in the curriculum. I observed that teachers were using computers and Internet to have students conduct research and to play educational games. The ELMO was the most used piece of technology in the classroom at this school. All teachers used the ELMO because they were well trained on it by the vendor and had developed a comfort level to use it well with little planning. Most teachers used the ELMO in the school to read a book, teach a concept, give instructions, and correct homework. Teachers were not using other technologies and the Internet fully in their classroom for teaching. None of the teachers at this school had a classroom website, Blog or Wiki. Teachers used the Internet to send and receive email and to communicate with parents and staff. This was the extent to which technology was being used at this school. I talked to teachers to get a sense of why they were not fully utilizing available technology for teaching, in spite of having access to it. The gist of their responses is summarized below.
Needs lot of planning
Lack of time
Lack of support at school level
Too much time spent on, test practice, re-teaching and testing
Doesn’t always work the way we want it to
Not fully confident with the workings of the different programs
Not familiar with the programs on the computer, how they work and what the county has subscriptions for
It would help if materials were created for us and we just had to customize them to our needs
Some teachers also said “I am too old to learn to use technology, I prefer teaching the old fashion way”
Some said they would love to incorporate more technology into the classroom. They said they are quick learners and technology savvy and would like a little support at the school level to learn more.
Lack of time to attend training
Training is offered during the day. “I can’t go during the day”
A lot of the teachers I spoke with didn’t know that training was offered and didn’t know how to sign up for it.
Montgomery County Public Schools offers many training programs to its teachers at “The Center for Technology Innovation” to help them improve their technology skills and to enhance their comfort level with using technology for teaching. The High Incidence Accessible Technology (HIAT) team offers one and two hour webinars and three hour face to face classes for teachers during the school year on relevant technology topics to help them integrate technology in the classroom. In addition to the year round training programs, High Incidence Accessible Technology also offers summer technology training for teachers. However it is clear that teachers are not taking full advantage of these resources.
I visited and talked to several teachers at other schools (elementary, middle and high schools) in the district and got similar responses. I found that very few teachers are fully using all the technology that is available to them. Most teachers in this county are using a few elements of technology for teaching. For example, some teachers use the ELMO, some use the promethean board, some use the electronic grade book, and some collect data and keep electronic records and some use software programs on the computers. But none of the teachers are using all or a combination of technologies to teach.
I also discovered that teachers that are using technology only know a limited set of features and are not using it to its full extent. Teachers are not incorporating e-learning principles in teaching despite having access to all the technology they need to do that. For example, many teachers I spoke with use the promethean board to teach. But, they use it like an overhead projector. They are not using the interactive features of the board or incorporating universal design of learning principles in the lessons such as attaching voice to graphics or embedding a movie in the lesson to make the lesson accessible for special needs students and enriching for general education students. Most teachers I spoke with told me they didn’t know how to do that although they had been using the board for at least a year.
Even though the school district is offering training sessions, webinars, upgraded hardware and software to its teachers, teachers are struggling at the school level to incorporate technology in the classroom, because, most teachers are not able to attend the training sessions and take advantage of them.
Prioritizing Needs
Teachers need a comprehensive and multi faceted training plan to meet their needs. The training sessions need to take place at a more convenient time and location so that more teachers can attend them. The sessions need to be geared to the needs of the teacher based on the student population, teacher expertise with technology and their interest. When planning training for the teachers of this district, we need to offer classes for all levels of learners, beginner, experienced and expert. For example, if the teacher is comfortable with technology and uses its basic features, she would be considered “experienced”. A teacher that has her own website sends homework home electronically, maintains her classroom blog and knows at least 50 % of the programs on the computer at school and is the person other teachers go to when they need help would be considered an “expert”. The teacher who shies away from technology and sparingly uses email, and MS word products would be considered a “beginner”. Training needs to be offered at a convenient location during and after school, with substitute teachers provided to allow classroom teachers to attend the training sessions. The training sessions need to use a combination of strategies, hands-on lab work, modeling and practice to teach. Attendance to these trainings should be voluntary but should be recommended and incentives should be provided. Time spent on training should be counted towards professional development. “Teachers need to know that technology integration is an expectation and is relevant to their effectiveness as teachers (Smith, 2011). Training should be divided by teacher’s comfort level and expertise with computers and technology, the grade and subject they teach and what they want to gain from using technology. It is important to determine in advance if the teacher is using technology for communication, demonstration or presentations, to teach difficult concepts, for drill and test practice, for group projects and collaboration or to share and collect data so that workshops can be geared to the teacher’s need. Allowing teachers to choose from different types of training would ensure most success of the training plan.”(Smith, 2011) The next step in the planning process would be to decide what courses should be offered at the training that would most help teachers to integrate technology in the classroom. What would teachers benefit most from learning? In order to find out this information, I put together a survey using the “survey monkey” http://www.surveymonkey.com/s/2JQ2T3Z (Wilson, 2011). The results of the survey helped me develop a training plan that would most benefit teachers. Education technology experts have identified five characteristics of effective technology training programs for teachers. The best programs, they say, offer incentives and support, are teacher-directed, offer adequate access to technology, have community partnerships, and offer ongoing informal support and training opportunities. (Starr, 2011)
Goals and Objectives
The district technology training plan will work to attain the following goals and objectives for the teachers and school administration. Objective 1: Teachers will integrate technology into the curriculum and instruction Objective 2: Teachers will use technology to improve student academic achievement Objective 4: The school administration will improve school staff access to technology Objective 5: School administration will improve technical support for teachers using technology in schools Objective 6: Teachers will improve technology skills through professional development. Objective 7 Teachers will use technology to enhance collaboration and communication tools
Developing a Training Schedule
The training schedule is developed based on feedback received on the survey; conversations with teachers and school administration and by making school visits and observing teachers using technology in the classroom. The training committee also looked at available resources and existing technology at the school, school’s technology budget, the goals and objectives of teachers and school administration, and the student population. It also took teachers’ expertise and comfort level with technology into consideration, as well the subject, age and grade level they teach when developing this plan. The plan is developed by a training committee. The training committee consists of teachers (resource teachers, special education and general education teachers), principals, media specialist, therapists, psychologist and members of the school board. The committee has a representative from all disciplines. It is diverse and made up of experienced members so that the training plan can be comprehensive to meet the needs of all teachers. There is an advisory committee to this training committee that consists of parents, students (at the secondary level), members of the community and vendors. The advisory committee keeps the training committee informed about the efficacy of the training plan from the perspectives of students and their parents.
Training Schedule The training schedule is a five day schedule of six hours of face to face training per day with an hour of lunch. This schedule is offered for two weeks; the first and last week of the month during the school year. Teachers are provided with substitute teacher time to be able to attend the training sessions. Funds for substitute teachers are allocated in the annual budget so that teachers can attend the trainings during the school hours. Teachers sign up for the training sessions electronically on the schools’ website. When they sign up they are able to read a brief description of the class, find out where and when it is held, find handouts for the class and also see who is attending the class. The course descriptions tell the teachers what the course is about and what they will learn in the course. It also tells them the subject area and the grade level it is most appropriate for. Most of the courses selected in this training session are meant for teachers who fall in the “basic” to “experienced “user category. Teachers that fall in the expert user category may also attend the classes if they want to learn about a particular program.
Time
Monday
Tuesday
Wednesday
Thursday
Friday
9 am to 12pm
Board Maker plus
Flickr Photo Management
Peeble Go Earth and Space
PowerPoint stories
Photo Story 3
12pm to 1pm
Lunch
Lunch
Lunch
Lunch
Lunch
1pm to 3pm
Clicker5
Kidspiration
Pixie 2
Technology tools to support math
Using ELMO across the curriculum
Description of classes
Board Maker Plus This class is good for any user that is interested in learning Board Maker Plus. But it is especially useful for special educators in grades K-12 to teach symbol supported literacy and to develop teaching materials such as visual schedules, tasks, communication boards, books etc for students on the autism spectrum disorder. To help them communicate and to reinforce daily skills, and good behaviors.
Clicker 5 Is a multi media supported word processor to help students with spellings, vocabulary, reading and writing. It has clickable grids with whole words, phrases, pictures and more to help students write. Teachers attending this class will learn to use existing templates and to create their own. Teachers will also learn to create multimedia e-books with voice output for students. It is a good class for special education teachers in grades K-8 to support struggling students in reading and writing.
Flickr Online Photo Management and Sharing Tools to Support Instruction
Participants will create Flickr accounts and use Flickr tools such as notes, groups, maps, and slide shows to explore ways to communicate visually. Participants will use digital content from Flickr to support instruction. This class is good for all educators and specialists in special education and general education to support teaching. Kidspiration This is a good program for all teachers in grades K-5 in special education or general education. It helps support students with reading and writing skills and to develop numeracy skills. Kidspiration strengthens word recognition, vocabulary, comprehension and organization to improve the writing proces. New Kidspiration features include visual math tools, which helps students build reasoning and problem solving skills.
Pebble Go Earth and Space MCPS has purchased a new subscription to Pebble Go. This is a wonderful multimedia support to help students learn science. Participants will review and learn this new program and other online services to support science instruction. This workshop is good for all teachers in grades K-8.
Photo Story 3 Participants in this workshop will learn to use Photo Story 3. They will learn to import, edit, crop and enhance pictures. They will also learn to add background music, captions and narration to the pictures and create a video. This will provide teachers an exciting alternative to create and present student projects.
Pixie 2 This is a hands-on workshop for elementary school teachers. Pixie 2 is a drawing program and student’s drawings can be saved as individual pictures, movie or a web page. The pictures can be enhanced with clip art, sound, music and background. Drawings can also be exported to be used in other programs. It is a good presentation tool and a tool for students to express their creativity.
PowerPoint Stories: Making Accessible Talking Stories with PowerPoint
This hands-on computer lab training session will introduce the basics of PowerPoint, how to create a talking book, and how to set up the book for single switch access. Participants will learn to create PowerPoint Talking Storybooks with features such as text-to-speech, recorded sound, and sound effects. Presenters will show how to import animated clipart and photographs and share suggestions for incorporating curricular topics. Participants will learn how to differentiate their PowerPoint Talking Story for a variety of student needs. (Wilson, 2011)
Technology Tools to Support Math This workshop is designed to familiarize teachers with math tools that are available to them in MCPS. The math tools support the MD state math curriculum. The workshop is designed to provide hands on training to teachers to use the math tools in a variety of ways to enhance student learning and engagement in math. It will also provide them with strategies to meet the needs of students with different learning styles. The content will include hands-on exploration of the math features in Graph Club, Discovery Education STREAMING, Kidspiration, Inspiration and Excel. The workshop is appropriate for teachers in grades K-8.
Using ELMOs across the Curriculum
This workshop is designed for all teachers using the ELMO for teaching. The workshop will focus how to incorporate the use of the ELMO in the classroom. We will demonstrate how to use the different features of ELMO to support Universal Design of Learning. Lessons using the ELMO to teach all subject areas will be modeled. We will share resources on the MCPS website and the Internet that support teaching with the ELMO.
Training Process
The courses selected in the training session cover a wide array of tools and technology integration strategies for the classroom. The aim of the training is to equip teachers with tools to use in their classroom and orient them to software programs Montgomery County Public Schools has purchased licenses for and are available on their computers to use free of charge to improve learning. All training classes are held at a computer lab. Schools are given a choice to hold the class at their school computer lab or at the “Center for Technology Innovation labs” and lab is booked according to the schools’ requests. The format of the training is a combination of modeling and hands on practice. For some programs the format of the class is a lecture and a PowerPoint presentation in the classroom followed by demonstration and hands-on practice in the lab. In the feedback provided by teachers it was evident that they wanted time during class to practice skills they were learning. Thus, every training class has time built in it to allow teachers to practice. Before each training class, handouts are made available on the school’s website for teachers that want to review them before coming to class. The handouts help teachers that haven’t signed up for the class know what the class will encompass if they want to sign up. Each class has one instructor and an assistant for every thirty participants. The instructor presents the program and shows some features of the program then she allows teachers to practice it on their own. Each participant has her own computer to practice what she is learning. The instructor and the assistant help participants if they experience difficulty when they are practicing own their own. During the presentation the instructor uses the promethean board to demonstrate the workings of the program so that all participants can watch simultaneously and follow along. She shares success stories, instructional ideas and samples created by other teachers who are using the program successfully for teaching. The instructor shows two to three steps at the time and then asks the participants to do them on their computers. Each participant is given handouts to follow along. (See appendix A for a sample of the handout) After class, the handouts and a video of the class is loaded on the schools’ website for teachers to use as a guide. At the end of class participants are asked to fill out a survey. This survey provides the training committee with information about future topics teachers are interested in learning and what they liked and didn’t like about this class so that changes can be made to the training session. The end of class survey looks like this.
Did this course address the objectives it said it would address?
Will you be able to use the information in your classroom?
Was the format of teaching helpful? If not what do you suggest we change?
Did you like the pace of the workshop?
In the future what topics would you like training on?
Any additional comments you may have. Please provide here.
Was the time and location of the workshop convenient?
The above training schedule was followed for several months. Based on the feedback received from teachers, we saw that there is a lot of interest in learning Clicker 5 in greater detail so we designed a two week workshop on Clicker5.
Developing a Training Workshop
Clicker 5 is a writing support and multimedia tool for students of all abilities. Clicker can be used to support teaching and learning in any subject area but is most appropriate for special needs students in grades K-8. The key learning objectives of the Clicker 5 workshop are to:
Improve written output and writing ability of students.
Help diverse emergent literacy learners acquire and practice initial reading and writing skills.
Improve ability to write independently.
Improve reading and spellings in young students
Improve speed of writing for struggling writers and students with poor handwriting.
The best way to teach Clicker 5 is in a computer lab using modeling and hands on training. We begin teaching the Clicker 5 workshop using a classroom discussion and sharing ideas to use Clicker 5 in the classroom. Next we have the participants move to the computer lab where we model and have them practice using the program. We do this on the promethean board so that all participants can watch what we were doing at the same time. The promethean board also allows us to demonstrate to teachers, how e-learning principles (like adding voice to a graphic) can quickly be incorporated into the lesson for teaching. After demonstrating, we have the participants practice the same on their own computers and ask questions if they get stuck. Each participant is provided with detailed handouts that include screen shots and steps to follow listed in clear and simple language. There are also video tutorials (http://screencast-o-matic.com/watch/clenqJz8) with screen shots of the processes uploaded to the school website for teachers to access after the training session.
Participants have to sign in at the beginning of class. The sign in sheet looks like this:
Name
Name of school
Subject you teach
Grade level you teach
Where did you hear about the training
John Smith
Mary Bell ES
Science
Learning center grade 4-5
staff meeting
The schedule for the two week Clicker5 workshop is as follows.
Week 1 Clicker 5 training schedule
Time
Monday
Tuesday
Wednesday
Thursday
Friday
9am to 12pm
Introduction to using Clicker5 as a talking word processor.
Using Pictures in Clicker 5
Adding cells to forced order grids in Clicker 5
Using audio in Clicker 5
Learninggrids.com overview for Clicker 5
12pm to 1pm
lunch
lunch
lunch
lunch
lunch
1pm to 3pm
Managing Clicker writer word processing documents
Making Word banks in Clicker 5
Making e-books using Clicker 5
Using video in Clicker 5
Creating talking word banks in Clicker 5
Week 2
9am to 12pm
Managing Clicker word processing speech and picture settings
Adding pictures to grids in Clicker 5
Printing grids in Clicker 5
Converting videos for Clicker 5
Teacher guest speakers will share how they use Clicker 5 in the classroom
12pm to 1pm
1pm to 3pm
Linking multiple grids
Saving and opening grids in Clicker 5
Downloading Clicker 5 files from UDL share space
Reducing photo size for Clicker 5
Time to work on a Clicker 5 assignment & complete end of course survey.
At the end of the session we share samples of materials created by teachers that have attended Clicker 5 two week workshops and are now using the program to support their students. We also invite teachers or media specialists to speak to the class and share instructional strategies and tips with the participants. Personal experiences of what works and doesn’t work are always very useful for participants.
Evaluation
At the end of class, participants are asked to complete an assignment. It is a simple assignment to demonstrate their understanding of what was taught in class. For example for the “Using Pictures in Clicker 5” workshop participants have to make a word bank (grid) with words and pictures taken from the picture library and from the Internet to demonstrate their understanding of the workshop. Time is provided for teachers to work on this assignment at the end of the workshop so that teachers wouldn’t have to work on it at home on their own time. However; if a teacher wants to leave the class a little early then she has the option of working on the assignment at home and submitting it to us within a week in electronic format. This assignment is required but is not graded. Participants receive five points for completing the assignment. Accumulated points are maintained electronically by the training department. The purpose of the assignment is to evaluate success of the workshop and the participants’ understanding of the content.
Participants with twenty five points receive a prize. Participants with fifty points receive a price and a piece of technology for the classroom. Teachers with one hundred points receive a certificate and their name is published on the school website. They are also considered for a technology team leader position at their school to provide school level support. The point system provides incentives for teachers to attend the classes.
At the end of year there is a reception to recognize teachers who have collected one hundred points during the school year. The reception has door prizes and a guest speaker. Teachers share their success stories and anecdotes at the reception to motivate other teachers to attend the trainings. Participants also fill out an electronic survey on “survey monkey” at the end of class. Feedback from the survey helps us improve the quality of the trainings.
I look for what works and what doesn’t work. How smoothly the class runs, did it run on time, was there enough time to cover all the objectives for the class or was there too much time and little content to cover? Were there technical glitches? Was all the equipment working properly? Did teachers have trouble logging in and out of the computers using the temporary user name and password? Was the pace of the work shop appropriate for the technical ability of participants attending it? Were they able to follow along and practice?
The success of the workshop is judged by the number of participants attending it, by the survey results and by the quality of the assignment the participants complete.
This district technology training plan is comprehensive and detailed. It is developed based on a through needs assessment, the goals and objectives of the district and its technology budget. It is put together by a diverse, experienced and competent training committee. It addresses training needs of the whole district in all areas, using an array of instructional strategies. It has a good evaluation process so that training can be improved as the needs of the district change. It is multi faceted, meeting the training needs of teachers of all levels of expertise. Implementation of this district technology training plan would lead to successful technology integration in the classrooms of this district.
Clicker 5: Using Pictures. When you make a new word bank in Clicker5 (File→New Grid Set) it will open up a set of cells that have words, pictures or both.
There are two ways to add pictures when using Clicker 5.
1. Type the word in the cell
Type the word in the cell and hit TAB. If the picture for that word exists in the Clicker library it will appear in the box.
If you don’t want pictures to automatically appear in the cells as you type the words you can turn off the function by going under ( File→Settings→Picture and sound Libraries)
2. Browse in the Clicker 5 library Another way to add a picture in the cell of a Clicker grid is by using the Clicker 5 picture library. You have to be in the EDIT mode to do this. (Edit →Edit mode)
You open the picture palette from the floating tool bar and browse through the pictures.
Drag the picture to the cell in the grid.
Clicker 5 Technology Workshop Lesson Plan Name: Beena Raichura Workshop Title:Using Pictures in Clicker5 Subject of the days’ workshop: Using pictures in Clicker 5 Prerequisite knowledge: None Content: Clicker 5 is a multi media supported word processor to help students with spellings, vocabulary, reading and writing. It has clickable grids with whole words, phrases, pictures and more to help students write. Teachers attending this class will learn to use existing templates and to create their own. They will learn to add pictures on the grid from the Clicker library, the Internet and Files on their computer. Teachers will also learn to create multimedia e-books with voice output and will learn to add pictures in the e-book they create. This is a good workshop for special education teachers and general education teacher in grades K-8 to support students struggling in reading and writing and students that don’t speak the English language. List the objectives of the lesson: The key learning objectives of the Clicker 5 workshop are:
Improve written output and writing ability of students.
Help diverse emergent literacy learners acquire and practice initial reading and writing skills.
Improve ability to write independently.
Improve reading and spellings in young students
Improve speed of writing for struggling writers and students with poor handwriting
How will you teach the lesson? The best way to teach Clicker 5 is in a computer lab using modeling and hands on training.
I will begin teaching the Clicker 5 workshop using a classroom discussion and sharing ideas to use Clicker 5 in the classroom. Next I will have the participants move to the computer lab where I will model and have them practice using the program. I will do this on the promethean board so that all participants can watch what I am doing at the same time. After demonstrating, I will have the participants practice the same on their own computers and ask questions if they experience difficulty. Each participant will be provided with detailed handouts (a sample shown below) that would include screen shots and steps to follow listed in clear and simple language. Time would be provided for teachers to work on this assignment at the end of the workshop so that teachers wouldn’t have to work on it at home on their own time. However; if a teacher wanted to leave the class a little early then she would have the option of working on the assignment at home and submitting it to us within a week in electronic format.
At the end of the session I would share samples of materials created by teachers that have attended Clicker 5 two week workshops and are now using the program to support their students. I would also invite teachers and media specialists to speak to the class and share instructional strategies and tips with the participants. Personal experiences of what works and doesn’t work are always very useful for participants.
Evaluation strategies: At the end of class, participants will be asked to complete an assignment. It will be a simple assignment to demonstrate their understanding of what was taught in class. Participants will have to make a word bank (grid) and an e-book using words and pictures taken from the picture library, their own computer files and from the Internet to demonstrate their understanding of the workshop. This assignment would be required but would not be graded. Participants would receive five points for completing the assignment. Accumulated points would be maintained electronically by the training department. The purpose of the assignment would be to evaluate success of the workshop and the participants understanding of the content.
Participants with twenty five points receive a prize. Participants with fifty points would receive a price and a piece of technology for the classroom. Teachers with one hundred points would receive a certificate and their name would be published on the school website. They would also be considered for a technology team leader position at their school to provide school level support. The point system would provide incentives for teachers to attend the classes.
At the end of year there would be a reception to recognize teachers who have collected one hundred points during the school year. The reception would have door prizes and a guest speaker. Teachers would share their success stories and anecdotes at the reception to motivate other teachers to attend the trainings.
Participants would also be asked to fill out an electronic survey on “survey monkey” (Wilson, 2011) (http://www.surveymonkey.com/s/TRG9VWR) at the end of class. Feedback from the survey would help me improve the quality of the trainings.
I would look for what worked and what didn’t work. How smoothly the class ran, did it run on time, was there enough time to cover all the objectives for the class or was there too much time and little content to cover? Were there too many technical glitches? Was all the equipment working properly? Did teachers have trouble logging in and out of the computers using the temporary user name and password? Was the pace of the work shop appropriate for the technical ability of participants attending it? Were they able to follow along and practice?
The success of the workshop would be judged by number of participants attending it, by the survey results and by the quality of the assignment the participants complete.
Additional Materials: a sample handout
A Sample Handout for Clicker 5: Using Pictures. When you make a new word bank in Clicker5 (File→New Grid Set) it will open up a set of cells that have words, pictures or both.
There are two ways to add pictures when using Clicker 5. 1. Type the word in the cell
Type the word in the cell and hit TAB. If the picture for that word exists in the Clicker library it will appear in the box.
If you don’t want pictures to automatically appear in the cells as you type the words you can turn off the function by going under ( File→Settings→Picture and sound Libraries)
2. Browse in the Clicker 5 library Another way to add a picture in the cell of a Clicker grid is by using the Clicker 5 picture library. You have to be in the EDIT mode to do this. (Edit →Edit mode)
You open the picture palette from the floating tool bar and browse through the pictures.
Table of Contents
Using Pictures in Clicker 5 Grids lesson plan complete with handout and screencastOmatic Tutorial
District Technology Training Plan for Montgomery County Public Schools Rockville, MD
An Overview of Montgomery County Public Schools
The Montgomery county public school system is the largest school system in the state of Maryland. It consists of two hundred schools and serves more than one hundred and forty seven thousand students from one hundred and sixty four countries. It has more than twenty two thousand employees; eleven thousand of them are teachers. (MCPS, 2011)Montgomery county public schools encourage teachers to use technology in their classrooms for teaching and provide teachers training and equipment to do so. It has a training center called the “Center for Technology Innovation” This is a top of the line facility and the school system uses it to conduct training sessions. This center houses four labs, two classrooms, a videoconferencing center, a conference room, and a cybercafé. Each lab holds 30 participant work stations. All the labs are equipped with a presenter’s computer and workstation, video projectors and screens, presenter’s microphone system, DVD and videotape playback, and a wireless control system. Also available are tele- and videoconferencing capabilities, video and audio recording capabilities, and interactive whiteboard technology. In addition to the computer labs the training facility also has two training classrooms.
The Montgomery County Public School system (MCPS) is an advanced school system that promotes the use of technology to improve teaching and learning. The office of the chief technology officer budgets for innovative technology and technology upgrades for each school year. This unit consists of many departments to oversee technology integration in schools and to ensure success. The mission statement of this department is “provide technology systems and services essential to the success of every student. The office is committed to providing the highest quality technology solutions to support teachers, engage students, and assist in the effective business operations of Montgomery County Public Schools” (MCPS, 2011).
Audience Analysis and Needs Assessment
To get a better idea about the technology needs of this county to create a technology training plan I reviewed the technology inventory of an elementary school that is similar to other elementary schools in the county. This school has two hundred and eighty nine students. Each classroom at this school has at least two desk top computers with a monitor. Each teacher also has a desktop and monitor for her own use in addition to the two in the classroom for students. Teachers also have an ELMO (a visual aide device) to teach. This school has one promethean board in the media center. The media center is also equipped with a twenty five workstation computer lab. In addition to the computers in the classrooms and the computer labs, there are computers provided to the two secretaries in the school office, the health room nurse, the speech therapist, building services personnel, the media specialist and the resource teacher. The school also has laptops on a cart, called computers on wheels or COWS that can be checked out at anytime for student or teacher use. The school also has two projectors. All of this technology is recent and upgraded in the past five years. The computers are all connected to printers. Two to three teachers share a printer. The media center has two printers, one colored and one black and white and the computer lab has two black and white printers.
At this time, this school doesn’t have MAC computers, or i-Pads for their teachers to use. But it has many educational software titles such as Clicker5, Kidspiration, Inspiration, Pixie, MS Word Products, Natural Reader, Audacity, Kurzweil, Word Q and other useful educational software programs installed on all its computers. The school also has subscriptions to many educational websites such as Encyclopedia Britannica; Discovery Education, Pebble Go, School News Net etc. The school also has video conferencing and webcasting capabilities, video streaming capabilities, text reader software and Moodle tools. Teachers are able to use web 2.0 tools like wikis and blogs to teach with. The school has an Acceptable Use Policy, a copyright and plagiarism policy for students and teachers. It communicates with parents, teachers, staff and the community via monthly electronic newsletters, emails and the school website. The school has its own website and teachers have electronic grade books and personal email accounts. This school is well equipped with technology to meet the needs of its students and to enhance learning by integrating it in the curriculum.
I observed that teachers were using computers and Internet to have students conduct research and to play educational games. The ELMO was the most used piece of technology in the classroom at this school. All teachers used the ELMO because they were well trained on it by the vendor and had developed a comfort level to use it well with little planning. Most teachers used the ELMO in the school to read a book, teach a concept, give instructions, and correct homework. Teachers were not using other technologies and the Internet fully in their classroom for teaching. None of the teachers at this school had a classroom website, Blog or Wiki. Teachers used the Internet to send and receive email and to communicate with parents and staff. This was the extent to which technology was being used at this school. I talked to teachers to get a sense of why they were not fully utilizing available technology for teaching, in spite of having access to it. The gist of their responses is summarized below.
Montgomery County Public Schools offers many training programs to its teachers at “The Center for Technology Innovation” to help them improve their technology skills and to enhance their comfort level with using technology for teaching. The High Incidence Accessible Technology (HIAT) team offers one and two hour webinars and three hour face to face classes for teachers during the school year on relevant technology topics to help them integrate technology in the classroom. In addition to the year round training programs, High Incidence Accessible Technology also offers summer technology training for teachers. However it is clear that teachers are not taking full advantage of these resources.
I visited and talked to several teachers at other schools (elementary, middle and high schools) in the district and got similar responses. I found that very few teachers are fully using all the technology that is available to them. Most teachers in this county are using a few elements of technology for teaching. For example, some teachers use the ELMO, some use the promethean board, some use the electronic grade book, and some collect data and keep electronic records and some use software programs on the computers. But none of the teachers are using all or a combination of technologies to teach.
I also discovered that teachers that are using technology only know a limited set of features and are not using it to its full extent. Teachers are not incorporating e-learning principles in teaching despite having access to all the technology they need to do that. For example, many teachers I spoke with use the promethean board to teach. But, they use it like an overhead projector. They are not using the interactive features of the board or incorporating universal design of learning principles in the lessons such as attaching voice to graphics or embedding a movie in the lesson to make the lesson accessible for special needs students and enriching for general education students. Most teachers I spoke with told me they didn’t know how to do that although they had been using the board for at least a year.
Even though the school district is offering training sessions, webinars, upgraded hardware and software to its teachers, teachers are struggling at the school level to incorporate technology in the classroom, because, most teachers are not able to attend the training sessions and take advantage of them.
Prioritizing Needs
Teachers need a comprehensive and multi faceted training plan to meet their needs. The training sessions need to take place at a more convenient time and location so that more teachers can attend them. The sessions need to be geared to the needs of the teacher based on the student population, teacher expertise with technology and their interest.When planning training for the teachers of this district, we need to offer classes for all levels of learners, beginner, experienced and expert. For example, if the teacher is comfortable with technology and uses its basic features, she would be considered “experienced”. A teacher that has her own website sends homework home electronically, maintains her classroom blog and knows at least 50 % of the programs on the computer at school and is the person other teachers go to when they need help would be considered an “expert”. The teacher who shies away from technology and sparingly uses email, and MS word products would be considered a “beginner”.
Training needs to be offered at a convenient location during and after school, with substitute teachers provided to allow classroom teachers to attend the training sessions. The training sessions need to use a combination of strategies, hands-on lab work, modeling and practice to teach. Attendance to these trainings should be voluntary but should be recommended and incentives should be provided. Time spent on training should be counted towards professional development. “Teachers need to know that technology integration is an expectation and is relevant to their effectiveness as teachers (Smith, 2011).
Training should be divided by teacher’s comfort level and expertise with computers and technology, the grade and subject they teach and what they want to gain from using technology. It is important to determine in advance if the teacher is using technology for communication, demonstration or presentations, to teach difficult concepts, for drill and test practice, for group projects and collaboration or to share and collect data so that workshops can be geared to the teacher’s need.
Allowing teachers to choose from different types of training would ensure most success of the training plan.”(Smith, 2011) The next step in the planning process would be to decide what courses should be offered at the training that would most help teachers to integrate technology in the classroom. What would teachers benefit most from learning?
In order to find out this information, I put together a survey using the “survey monkey” http://www.surveymonkey.com/s/2JQ2T3Z (Wilson, 2011). The results of the survey helped me develop a training plan that would most benefit teachers. Education technology experts have identified five characteristics of effective technology training programs for teachers. The best programs, they say, offer incentives and support, are teacher-directed, offer adequate access to technology, have community partnerships, and offer ongoing informal support and training opportunities. (Starr, 2011)
Goals and Objectives
The district technology training plan will work to attain the following goals and objectives for the teachers and school administration.Objective 1: Teachers will integrate technology into the curriculum and instruction
Objective 2: Teachers will use technology to improve student academic achievement
Objective 4: The school administration will improve school staff access to technology
Objective 5: School administration will improve technical support for teachers using technology in schools
Objective 6: Teachers will improve technology skills through professional development.
Objective 7 Teachers will use technology to enhance collaboration and communication tools
Developing a Training Schedule
The training schedule is developed based on feedback received on the survey; conversations with teachers and school administration and by making school visits and observing teachers using technology in the classroom.The training committee also looked at available resources and existing technology at the school, school’s technology budget, the goals and objectives of teachers and school administration, and the student population. It also took teachers’ expertise and comfort level with technology into consideration, as well the subject, age and grade level they teach when developing this plan.
The plan is developed by a training committee. The training committee consists of teachers (resource teachers, special education and general education teachers), principals, media specialist, therapists, psychologist and members of the school board. The committee has a representative from all disciplines. It is diverse and made up of experienced members so that the training plan can be comprehensive to meet the needs of all teachers.
There is an advisory committee to this training committee that consists of parents, students (at the secondary level), members of the community and vendors. The advisory committee keeps the training committee informed about the efficacy of the training plan from the perspectives of students and their parents.
Training Schedule
The training schedule is a five day schedule of six hours of face to face training per day with an hour of lunch. This schedule is offered for two weeks; the first and last week of the month during the school year. Teachers are provided with substitute teacher time to be able to attend the training sessions. Funds for substitute teachers are allocated in the annual budget so that teachers can attend the trainings during the school hours.
Teachers sign up for the training sessions electronically on the schools’ website. When they sign up they are able to read a brief description of the class, find out where and when it is held, find handouts for the class and also see who is attending the class.
The course descriptions tell the teachers what the course is about and what they will learn in the course. It also tells them the subject area and the grade level it is most appropriate for. Most of the courses selected in this training session are meant for teachers who fall in the “basic” to “experienced “user category. Teachers that fall in the expert user category may also attend the classes if they want to learn about a particular program.
Description of classes
Board Maker Plus
This class is good for any user that is interested in learning Board Maker Plus. But it is especially useful for special educators in grades K-12 to teach symbol supported literacy and to develop teaching materials such as visual schedules, tasks, communication boards, books etc for students on the autism spectrum disorder. To help them communicate and to reinforce daily skills, and good behaviors.
Clicker 5
Is a multi media supported word processor to help students with spellings, vocabulary, reading and writing. It has clickable grids with whole words, phrases, pictures and more to help students write. Teachers attending this class will learn to use existing templates and to create their own. Teachers will also learn to create multimedia e-books with voice output for students. It is a good class for special education teachers in grades K-8 to support struggling students in reading and writing.
Flickr Online Photo Management and Sharing Tools to Support Instruction
Participants will create Flickr accounts and use Flickr tools such as notes, groups, maps, and slide shows to explore ways to communicate visually. Participants will use digital content from Flickr to support instruction. This class is good for all educators and specialists in special education and general education to support teaching.Kidspiration
This is a good program for all teachers in grades K-5 in special education or general education. It helps support students with reading and writing skills and to develop numeracy skills. Kidspiration strengthens word recognition, vocabulary, comprehension and organization to improve the writing proces. New Kidspiration features include visual math tools, which helps students build reasoning and problem solving skills.
Pebble Go Earth and Space
MCPS has purchased a new subscription to Pebble Go. This is a wonderful multimedia support to help students learn science. Participants will review and learn this new program and other online services to support science instruction. This workshop is good for all teachers in grades K-8.
Photo Story 3
Participants in this workshop will learn to use Photo Story 3. They will learn to import, edit, crop and enhance pictures. They will also learn to add background music, captions and narration to the pictures and create a video. This will provide teachers an exciting alternative to create and present student projects.
Pixie 2
This is a hands-on workshop for elementary school teachers. Pixie 2 is a drawing program and student’s drawings can be saved as individual pictures, movie or a web page. The pictures can be enhanced with clip art, sound, music and background. Drawings can also be exported to be used in other programs. It is a good presentation tool and a tool for students to express their creativity.
PowerPoint Stories: Making Accessible Talking Stories with PowerPoint
This hands-on computer lab training session will introduce the basics of PowerPoint, how to create a talking book, and how to set up the book for single switch access. Participants will learn to create PowerPoint Talking Storybooks with features such as text-to-speech, recorded sound, and sound effects. Presenters will show how to import animated clipart and photographs and share suggestions for incorporating curricular topics. Participants will learn how to differentiate their PowerPoint Talking Story for a variety of student needs. (Wilson, 2011)Technology Tools to Support Math
This workshop is designed to familiarize teachers with math tools that are available to them in MCPS. The math tools support the MD state math curriculum. The workshop is designed to provide hands on training to teachers to use the math tools in a variety of ways to enhance student learning and engagement in math. It will also provide them with strategies to meet the needs of students with different learning styles. The content will include hands-on exploration of the math features in Graph Club, Discovery Education STREAMING, Kidspiration, Inspiration and Excel. The workshop is appropriate for teachers in grades K-8.
Using ELMOs across the Curriculum
This workshop is designed for all teachers using the ELMO for teaching. The workshop will focus how to incorporate the use of the ELMO in the classroom. We will demonstrate how to use the different features of ELMO to support Universal Design of Learning. Lessons using the ELMO to teach all subject areas will be modeled. We will share resources on the MCPS website and the Internet that support teaching with the ELMO.Training Process
The courses selected in the training session cover a wide array of tools and technology integration strategies for the classroom. The aim of the training is to equip teachers with tools to use in their classroom and orient them to software programs Montgomery County Public Schools has purchased licenses for and are available on their computers to use free of charge to improve learning.All training classes are held at a computer lab. Schools are given a choice to hold the class at their school computer lab or at the “Center for Technology Innovation labs” and lab is booked according to the schools’ requests.
The format of the training is a combination of modeling and hands on practice. For some programs the format of the class is a lecture and a PowerPoint presentation in the classroom followed by demonstration and hands-on practice in the lab. In the feedback provided by teachers it was evident that they wanted time during class to practice skills they were learning. Thus, every training class has time built in it to allow teachers to practice.
Before each training class, handouts are made available on the school’s website for teachers that want to review them before coming to class. The handouts help teachers that haven’t signed up for the class know what the class will encompass if they want to sign up.
Each class has one instructor and an assistant for every thirty participants. The instructor presents the program and shows some features of the program then she allows teachers to practice it on their own. Each participant has her own computer to practice what she is learning. The instructor and the assistant help participants if they experience difficulty when they are practicing own their own. During the presentation the instructor uses the promethean board to demonstrate the workings of the program so that all participants can watch simultaneously and follow along. She shares success stories, instructional ideas and samples created by other teachers who are using the program successfully for teaching.
The instructor shows two to three steps at the time and then asks the participants to do them on their computers. Each participant is given handouts to follow along. (See appendix A for a sample of the handout) After class, the handouts and a video of the class is loaded on the schools’ website for teachers to use as a guide.
At the end of class participants are asked to fill out a survey. This survey provides the training committee with information about future topics teachers are interested in learning and what they liked and didn’t like about this class so that changes can be made to the training session. The end of class survey looks like this.
The above training schedule was followed for several months. Based on the feedback received from teachers, we saw that there is a lot of interest in learning Clicker 5 in greater detail so we designed a two week workshop on Clicker5.
Developing a Training Workshop
Clicker 5 is a writing support and multimedia tool for students of all abilities. Clicker can be used to support teaching and learning in any subject area but is most appropriate for special needs students in grades K-8.The key learning objectives of the Clicker 5 workshop are to:
The best way to teach Clicker 5 is in a computer lab using modeling and hands on training. We begin teaching the Clicker 5 workshop using a classroom discussion and sharing ideas to use Clicker 5 in the classroom. Next we have the participants move to the computer lab where we model and have them practice using the program. We do this on the promethean board so that all participants can watch what we were doing at the same time. The promethean board also allows us to demonstrate to teachers, how e-learning principles (like adding voice to a graphic) can quickly be incorporated into the lesson for teaching. After demonstrating, we have the participants practice the same on their own computers and ask questions if they get stuck. Each participant is provided with detailed handouts that include screen shots and steps to follow listed in clear and simple language. There are also video tutorials (http://screencast-o-matic.com/watch/clenqJz8) with screen shots of the processes uploaded to the school website for teachers to access after the training session.
Participants have to sign in at the beginning of class. The sign in sheet looks like this:
At the end of the session we share samples of materials created by teachers that have attended Clicker 5 two week workshops and are now using the program to support their students. We also invite teachers or media specialists to speak to the class and share instructional strategies and tips with the participants. Personal experiences of what works and doesn’t work are always very useful for participants.
Evaluation
At the end of class, participants are asked to complete an assignment. It is a simple assignment to demonstrate their understanding of what was taught in class. For example for the “Using Pictures in Clicker 5” workshop participants have to make a word bank (grid) with words and pictures taken from the picture library and from the Internet to demonstrate their understanding of the workshop. Time is provided for teachers to work on this assignment at the end of the workshop so that teachers wouldn’t have to work on it at home on their own time. However; if a teacher wants to leave the class a little early then she has the option of working on the assignment at home and submitting it to us within a week in electronic format. This assignment is required but is not graded. Participants receive five points for completing the assignment. Accumulated points are maintained electronically by the training department. The purpose of the assignment is to evaluate success of the workshop and the participants’ understanding of the content.Participants with twenty five points receive a prize. Participants with fifty points receive a price and a piece of technology for the classroom. Teachers with one hundred points receive a certificate and their name is published on the school website. They are also considered for a technology team leader position at their school to provide school level support. The point system provides incentives for teachers to attend the classes.
At the end of year there is a reception to recognize teachers who have collected one hundred points during the school year. The reception has door prizes and a guest speaker. Teachers share their success stories and anecdotes at the reception to motivate other teachers to attend the trainings. Participants also fill out an electronic survey on “survey monkey” at the end of class. Feedback from the survey helps us improve the quality of the trainings.
I look for what works and what doesn’t work. How smoothly the class runs, did it run on time, was there enough time to cover all the objectives for the class or was there too much time and little content to cover? Were there technical glitches? Was all the equipment working properly? Did teachers have trouble logging in and out of the computers using the temporary user name and password? Was the pace of the work shop appropriate for the technical ability of participants attending it? Were they able to follow along and practice?
The success of the workshop is judged by the number of participants attending it, by the survey results and by the quality of the assignment the participants complete.
This district technology training plan is comprehensive and detailed. It is developed based on a through needs assessment, the goals and objectives of the district and its technology budget. It is put together by a diverse, experienced and competent training committee. It addresses training needs of the whole district in all areas, using an array of instructional strategies. It has a good evaluation process so that training can be improved as the needs of the district change. It is multi faceted, meeting the training needs of teachers of all levels of expertise. Implementation of this district technology training plan would lead to successful technology integration in the classrooms of this district.
References
Wilson, L. (2011, September 22). High incidence accessible technology. Retrieved from http://www.surveymonkey.com/s.aspx?sm=xByYlr0t7JdKVrVdRClx7Q==Starr, L. (2011, September 14). Technology training programs that work. Retrieved from http://www.educationworld.com/a_tech/tech165.shtml
Smith, R (2011, September 14). Technology training programs that work. Retrieved from http://www.educationworld.com/a_tech/tech165.shtml
Image source for sample handout
http://www.montgomeryschoolsmd.org/departments/hiat/tech_quick_guides/Clicker5Pictures.pdf
Appendix A
A Sample Handout for
Clicker 5: Using Pictures.When you make a new word bank in Clicker5 (File→New Grid Set) it will open up a set of cells that have words, pictures or both.
There are two ways to add pictures when using Clicker 5.
1. Type the word in the cell
2. Browse in the Clicker 5 library
Another way to add a picture in the cell of a Clicker grid is by using the Clicker 5 picture library. You have to be in the EDIT mode to do this. (Edit →Edit mode)
Clicker 5 Technology Workshop Lesson Plan
Name: Beena Raichura
Workshop Title:Using Pictures in Clicker5
Subject of the days’ workshop: Using pictures in Clicker 5
Prerequisite knowledge: None
Content:
Clicker 5 is a multi media supported word processor to help students with spellings, vocabulary, reading and writing. It has clickable grids with whole words, phrases, pictures and more to help students write. Teachers attending this class will learn to use existing templates and to create their own. They will learn to add pictures on the grid from the Clicker library, the Internet and Files on their computer. Teachers will also learn to create multimedia e-books with voice output and will learn to add pictures in the e-book they create. This is a good workshop for special education teachers and general education teacher in grades K-8 to support students struggling in reading and writing and students that don’t speak the English language.
List the objectives of the lesson:
The key learning objectives of the Clicker 5 workshop are:
How will you teach the lesson?
The best way to teach Clicker 5 is in a computer lab using modeling and hands on training.
I will begin teaching the Clicker 5 workshop using a classroom discussion and sharing ideas to use Clicker 5 in the classroom. Next I will have the participants move to the computer lab where I will model and have them practice using the program. I will do this on the promethean board so that all participants can watch what I am doing at the same time. After demonstrating, I will have the participants practice the same on their own computers and ask questions if they experience difficulty. Each participant will be provided with detailed handouts (a sample shown below) that would include screen shots and steps to follow listed in clear and simple language. Time would be provided for teachers to work on this assignment at the end of the workshop so that teachers wouldn’t have to work on it at home on their own time. However; if a teacher wanted to leave the class a little early then she would have the option of working on the assignment at home and submitting it to us within a week in electronic format.
At the end of the session I would share samples of materials created by teachers that have attended Clicker 5 two week workshops and are now using the program to support their students. I would also invite teachers and media specialists to speak to the class and share instructional strategies and tips with the participants. Personal experiences of what works and doesn’t work are always very useful for participants.
Evaluation strategies:
At the end of class, participants will be asked to complete an assignment. It will be a simple assignment to demonstrate their understanding of what was taught in class. Participants will have to make a word bank (grid) and an e-book using words and pictures taken from the picture library, their own computer files and from the Internet to demonstrate their understanding of the workshop. This assignment would be required but would not be graded. Participants would receive five points for completing the assignment. Accumulated points would be maintained electronically by the training department. The purpose of the assignment would be to evaluate success of the workshop and the participants understanding of the content.
Participants with twenty five points receive a prize. Participants with fifty points would receive a price and a piece of technology for the classroom. Teachers with one hundred points would receive a certificate and their name would be published on the school website. They would also be considered for a technology team leader position at their school to provide school level support. The point system would provide incentives for teachers to attend the classes.
At the end of year there would be a reception to recognize teachers who have collected one hundred points during the school year. The reception would have door prizes and a guest speaker. Teachers would share their success stories and anecdotes at the reception to motivate other teachers to attend the trainings.
Participants would also be asked to fill out an electronic survey on “survey monkey” (Wilson, 2011) (http://www.surveymonkey.com/s/TRG9VWR) at the end of class. Feedback from the survey would help me improve the quality of the trainings.
I would look for what worked and what didn’t work. How smoothly the class ran, did it run on time, was there enough time to cover all the objectives for the class or was there too much time and little content to cover? Were there too many technical glitches? Was all the equipment working properly? Did teachers have trouble logging in and out of the computers using the temporary user name and password? Was the pace of the work shop appropriate for the technical ability of participants attending it? Were they able to follow along and practice?
The success of the workshop would be judged by number of participants attending it, by the survey results and by the quality of the assignment the participants complete.
Additional Materials: a sample handout
A Sample Handout for
Clicker 5: Using Pictures.
When you make a new word bank in Clicker5 (File→New Grid Set) it will open up a set of cells that have words, pictures or both.
There are two ways to add pictures when using Clicker 5.
1. Type the word in the cell
2. Browse in the Clicker 5 library
Another way to add a picture in the cell of a Clicker grid is by using the Clicker 5 picture library. You have to be in the EDIT mode to do this. (Edit →Edit mode)
Sample Video Tutorial (http://screencast-o-matic.com/watch/clenqJz8l)Reference
Wilson, L. (2011, September 22). High incidence accessible technology. Retrieved from http://www.surveymonkey.com/s.aspx?sm=xByYlr0t7JdKVrVdRClx7Q==
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